mPatch - Microlearning Application in a Multimedia Environment to Enhance Students Learning

Ludin, Nordiana; Neo, Mai; Yeen-Ju, Heidi Tan

doi:10.5220/0007041703920397

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Robert Gagné's Nine Instructional Events (i.e., Gagné et al, 2005) have been applied to almost every area concerned with improving individuals' learning. The models have been used to train health professionals in patient treatment (Basir et al, 2021;Wong, 2018), to teach the physical sciences (Çalışkan, 2014;House, 2002;Smaldino & Thompson, 1990), and to instruct students in creative disciplines (Baba et al, 2017;Ludin et al, 2018;Hamizi et al, 2022). Gagné 's Instructional Events have been as widely used as any teaching model to develop effective courses and instruction (Fields, 1996;Martin et al, 2007;Reiser, 2002).…”

Section: Gagné's Nine Instructional Eventsmentioning

confidence: 99%

Towards the Systematic Development of Marketing Students’ Creativity

Lesser,

Williams

2024

GRHE

View full text Add to dashboard Cite

Many university marketing students feel uncomfortable about developing creative thinking skills during college. However, they will soon graduate and face a need to utilize their creative abilities and contribute to their organizations. Therefore, this article provides a wide range of strategies to develop students’ creative abilities in marketing classes. It uses Gagné’s classical Nine Instructional Events (i.e., Gagné et al., 2005) to develop the strategies because Gagné systematically and comprehensively examines how to develop effective instructional stages across the entire learning process. The article also focuses on developing specific strategies to help students build creative competencies for very different teaching modes, such as asynchronous and synchronous online, HyFlex, and conventional face-to-face classes. By developing strategies for different modes, the instructor will be able to have comparative insight into how to adjust marketing courses to maximally stimulate students’ creativity, regardless of the type of course.

show abstract